Department of Agricultural Leadership, Education, and Communication
ORCID IDs
Becky Haddad https://orcid.org/0000-0001-9153-2253
D. Brett Milliken https://orcid.org/0000-0002-0057-1562
Josh Stewart https://orcid.org/0000-0003-1863-6288
Date of this Version
2021
Citation
Journal of Agricultural Education, 62(1), 131-143
https://doi.org/10.5032/jae.2021.01131
Abstract
Complex career decisions, such as teacher mobility, are often reduced to stigmatizing labels that do little to account for the state of teaching as a profession or credit those engaging in migratory decisions as making healthy career choices. Through our study, we focused on understanding workforce mobility, teaching as an unstaged profession, and the current quantifications existing around SBAE teacher migration. We drew on over 100 years of data from California as we quantitatively explored and synthesized the career decisions of migrating SBAE teachers. This snapshot offers a means of understanding the Teacher Career Cycle (Fessler & Christensen, 1992) in light of the implications for the teaching career as a series of choices rather than a stretch of time at an individual school. Implications of this conceptualization of migration stretch beyond SBAE to administration and those tasked with supporting the career trajectory of SBAE teachers across the United States.
Included in
Higher Education Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
Copyright © 2021 Journal of Agricultural Education, a publication of the American Association for Agricultural Education. Used by permission.